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How does creativity affect second language speech production?:The moderating role of speaking task type
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The Multidimensionality of Second Language Oral Fluency:Interfacing Cognitive Fluency and Utterance Fluency
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The effects of read-aloud assistance, vocabulary and background knowledge on comprehension of health-related texts of Sri-Lankan English as second language speakers
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In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 133–147 ; 2399-9101 (2021)
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The Relationship Between Utterance and Perceived Fluency:A Meta-Analysis of Correlational Studies
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Testing young foreign language learners’ reading comprehension:Exploring the effects of working memory, grade level, and reading task
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Introduction of Methods Showcase Articles in Language Learning
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Motivational factors in computer-administered integrated skills tasks:A study of young learners
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Linguistic dimensions of comprehensibility and perceived fluency:an investigation of complexity, accuracy, and fluency in second language argumentative speech
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Inclusion of Research Materials When Submitting an Article to Language Learning
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The Effects of Read-aloud Assistance on Second Language Oral Fluency in Text Summary Speech
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Time Extension and the Second Language Reading Performance of Children with Different First Language Literacy Profiles
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The role of working memory in young second language learners’ written performances
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The role of low-level first language skills in second language reading, reading-while-listening and listening performance:a study of young dyslexic and non-dyslexic language learners
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The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners
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The role of working memory in processing L2 input:insights from eye-tracking
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The Second Language Learning Processes of Students with Specific Learning Difficulties
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The effects of specific learning difficulties on processes of multilingual language development
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Abstract:
This paper reviews current research findings on how specific learning difficulties (SLDs) impact on the processes of multilingual language development. The review includes studies of young language learners in instructed classroom settings as well as of multilingual children in second language contexts. The paper starts with a definition of the concepts of disability and SLDs. Next, it discusses the interaction of cognitive factors with L1 and L2 literacy development and L2 learning. The paper also outlines possible ways in which SLDs can be identified in different L2 learning contexts. A detailed analysis of how cognitive factors influence the development of second language skills of young learners with learning difficulties is given in the last part of the paper.
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URL: https://eprints.lancs.ac.uk/id/eprint/85578/ https://doi.org/10.1017/S026719051700006X https://eprints.lancs.ac.uk/id/eprint/85578/1/MB_aral_JuditKormos_final.pdf
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Relationship between attentional processing and working memory:an eye-tracking study
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Attentional processing of input in explicit and implicit learning conditions:an eye-tracking study
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